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DURATION: 90 mins NC, NLS, NNS Refs: PSHE: 1a, 4a En3: 2a, b, f PSHE: 1a) To talk and write about their opinions, and explain their views, on issues that affect themselves and society. 4a) Pupils should be taught that their actions affect themselves and others, to care about other peoples feelings and to try to see things from their point of view. EN3 - Writing 2: a) planning note and develop initial ideas b) draft to develop ideas from the plan into a structured written text f) discuss and evaluate their own and others writing TITLE/CURRICULUM FOCUS: Moral dilemmas contributing to their own story. PREVIOUS EXPERIENCE: Story writing: - Plot - Characterisation - Paragraphs - Openings

Over a series of lessons the children will be writing their own moral dilemma story, developing certain aspects e.g. characterisation. This lesson will be the lesson on dilemma resolution and will enable them to add to their story during the next lesson.

LEARNING OBJECTIVES/INTENTIONS To practise writing dilemma resolutions To consider moral dilemmas To see things from others points of view

SUCCESS CRITERIA: During discussion: - You will identify dilemma paragraph openers language from the books provided. - I will know that you really understand when you talk about where you found your evidence in the text -(T) Will see evidence of children paying attention and watching the video clip - You will be able to express your opinions and explain your viewpoint in relation to the story using language for example.. I think, I feel, Anansi shouldbecause etc. -You will demonstrate talk about how actions affect other peoples feelings. - You will strengthen or adapt your viewpoint following discussion with others. -Your written piece will show evidence of; - Explanation of the dilemma - Use of language of feelings ( thought, felt, hurt, unfair, happy) - A course of action for the turtle - Use of the language of consequences (if, when, because) MONITORING, ASSESSMENT, RECORDING: - Eaves-dropping on discussions - Use success criteria for self-assessment - Does their written alternative ending support the characters viewpoints and though processes? POSSIBLE ERRORS AND MISCONCEPTIONS: Children may think that the lesson focus is how to write a story ending however it is about dilemma resolutions. We can overcome this by providing examples of dilemma stories. Group work will also help to overcome any misconceptions. RESOURCES: - Work sheet (picture and last few sentences) - Video of Anansi and the turtle - Selected books with paragraphs marked

Flipchart paper and marker pens

Roles of other adults: - Help with eaves-dropping to check children are on task - Support any children that need help as a result of this or from predetermined discussion/or IEP, if relevant KEY QUESTIONS: Do you think the turtle did the right thing? If you were the turtle would you have done anything differently? Why? If you were Anansi how would you feel? If you were the Turtle how would you feel? DIFFERENTIATION: - Mixed ability groups for discussion - Expectations of lower ability children (structure and content) - L/A given more structured questions during class discussion. KEY VOCABULARY: - Right - Wrong -Consequences -Felt Dilemma paragraph openers: - At that moment - Just then - Without warning

- Nobody saw - Silently - Suddenly

LESSON CONTENT/ORGANISATION AND MANAGEMENT OF LEARNING: Look at books on desk Identify the language that is used to open dilemma paragraphs. Mind map in groups the key vocabulary for paragraph openers for dilemmas add to writing journal. Watch the Anansi and the turtle video. Discuss in pairs (and then small groups): Do you think the turtle did the right thing? If you were the turtle would you have done anything differently? Why? (Each child will have an opinion by talking in pairs this will be changed/adapted/strengthened by their partners opinion. This will then be further changed/adapted/strengthened through discussion with the other members of the group). Individually write an alternative ending to Anansi and the Turtle from the part where Anansi visits the turtle. (See worksheet 1) PLENARY: Share endings with the class example of how to assess using success criteria. Asses partners writing using success criteria